Getting into Teaching

1
Getting into Teaching

• How to produce a successful application,
• for the right course, for you
• Queen Mary UL 2009
• Bob Vertes
• PGCE(S) Admissions Tutor (and Mathematics Tutor)
  St Marys University College

2
Issues for todays session

• What are the choices you need to make?
• What makes up a PGCE course?
• What do you have to do to make a successful
  application for teacher training?
• Your questions

3
What choices?

• Assuming you are a graduate (or soon will be)
• Choose your phase. Assessed across 2 consecutive
  Key Stages for QTS post-compulsory
• Choose your style of course
• Training ( HEI or school) or employment in
  school flexible
• Choose your subject specialism(s). SK top-up?
• Choose your provider Application is sequential
• Choose your timing Primary by 1 Dec Defer?
• Choose your referee Emailed reference academic
  or line manager

4
Some Myths

• Teaching primary children is easier than teaching
  secondary
• Theres a teaching shortage, theyll take anyone
• If I go into teaching I will be stuck in it for
  life
• I know what teaching involves from my
  parents/friends/schooling
• To be a good teacher you just have to know your
  subject
• Schools and classrooms today are unruly places
• Teaching has long holidays with no work to do
• Teaching is just a 9-4 job
• Teaching in a sixth-form college or FE is just
  teaching A level
• Teachers are badly paid

5
PGCE v GTP

• Academic course and qualification
• University- and school-based student
• Postgraduate level, including research
• Masters level credits
• Learning from HE and practising teachers
• Slower start, lighter timetable, structured
• University tutor/admin support
• Working with other PGCE students
• Structured, guided, organised
• Standards-focused Assignments and portfolio of
  school experience
• Free tuition (but top-up fees)
• Bursary ( Golden Hello?)
• Student financial and other benefits
• Only for home and EU applicants

• Practical, on the job, approach
• Good prior experience desirable
• Post-graduate in time, not in level
• School-based employee
• Teaching soon or from start
• Individual training programme
• Few centrally tutored sessions
• Not with other Graduate Trainees
• Less formal structure
• Skills-based assignments
• Extensive portfolio of evidence needed
• Unqualified teacher salary
• No Golden Hello
• Can take less than full academic year
• Can be taken by overseas students with work
  permits via school

6
A Warning

• The PGCE course will be the toughest year of your
  life
• but possibly the most interesting, fruitful,
  challenging

7
PGCE (Full-time) STRUCTURE

• Professional Studies at postgraduate level
• Curriculum/Subject Specific Studies
• Practical Teaching Experiences in 2 different
  schools
• University tutors and partner School mentors
• Time in School
• 18 weeks primary
• 24 weeks secondary
• Assessment through professional development
  portfolio, assignments and school experience (no
  exams!)
• Expectations professionalism, punctuality and
  100 attendance

8
SWELTEC model of PGCE(S) training Brunel,
Kingston, Roehampton, St Marys South West
London Teacher Education Consortium

• 2/3 weeks induction, including 2 days primary, 3
  days secondary, school observation on focused,
  subject-related, tasks
• 5 weeks - 2 days taught sessions, 1 day
  self-supported study, 2 days in partner placement
  school developmental school experience
• 2nd half Autumn term, 5 days/wk block school
  experience (up to 50 of a teachers timetable,
  2/3 major responsibility, 1/3 support/observation)
  
• 5 weeks - 2 days taught sessions, 1 day
  self-supported study, 2 days in partner placement
  school developmental school experience
• 2nd half Spring term, 1st half Summer term, 5
  days/week block school experience (50 timetable
  growing to 70, 2/3 major responsibility, 1/3
  support/observation)
• 2 weeks Collegebased, but with cross- and
  extra-curricular visits
• Occasional days/half days back in HEI
• a minimum of 3 visits from a tutor while in
  school 3 key stages where possible/requested

9
Other London providers of PGCE courses

• Goldsmiths College Institute of Education
• Kings College London London Metropolitan
  University
• Middlesex University London South Bank University
  
• University of East London University of Greenwich
• Some other providers have London-based placements
• There are also some school-centred - SCITT -
  courses
• The Open University runs the most flexible of the
  part-time courses
• All these run a variety of PGCE Primary,
  Secondary and post-compulsory courses, none
  running all phases/subjects
• All have different models of training, including
  timing of start/finish, timing of block, days in
  provider/school and of number of tutor visits
• See www.gttr.ac.uk for a full listing of
  providers and courses

10
Professional Standards for Qualified Teacher
Status (September 2007 onwards)

• 1. Professional Attributes
• Relationships with Young People
  Frameworks Communicating and working with
  others Personal professional development
• 2. Professional Knowledge and Understanding
• Teaching and learning Assessment and
  monitoring Subjects and curriculum Literacy,
  numeracy and ICT Achievement and diversity
  health and well-being
• 3. Professional Skills
• Planning Teaching Assessing, monitoring and
  giving feedback reviewing teaching and learning
  Learning environment Team Working and
  collaboration
• Teach in 2 schools
• Teach (and be assessed) across 2 consecutive Key
  Stages
• Pass the 3 QTS Skills tests (Literacy, Numeracy,
  ICT)

11
Applying for an ITT course

• Prerequisites
• Subject Knowledge Other qualifications
• School observation experience Appropriate
  reference
• Useful qualifications, interests and transferable
  skills
• Communications skills, ICT skills, Sports,
  Music, Drama, Teamwork etc.
• Other issues to have considered
• Finances, Fees, Ethos and quality of provider,
  Domestic issues, Transport,
• Partner school quality/age range/location,
  Accommodation, Tutor Support
• Personal health, Criminal Record Bureau check
• How/where to apply
• GTTR, SCITT, DRB, First Teach Fast Track now
  only once qualified, in schools

12
Worried about Subject Knowledge?

• The Training and Development Agency for Schools
  (TDA) funds courses to develop competence and
  confidence in subject knowledge and understanding
  for those not fully qualified including
• Mathematics, Physics and Chemistry Enhancement
  courses
• 6 months, 225/week funded, January to July see
  www.tda.gov.uk/enhancement
• e.g. we help run the South West London MEC,
  contribute to UELs PEC they run CEC
• French and German Extension courses - 3 months,
  225/week funded, Summer
• Subject Knowledge Booster courses in shortage
  subjects
• e.g. St Marys runs an RE Booster course - 2
  weeks There are other subject Mathematics
  Booster course in London and around the country.
  Booster courses are free, no fees, no pay often
  Summer. See www.tda/gov.uk/booster
• Some providers will be happier than others to
  make conditional offers for PGCE places subject
  to successful completion of one of the above
  types of courses.

13
The PGCE

• Minimum academic entry requirements
• (as set down by the Training and Development
  Agency for Schools, TDA)
• 1. A recognised degree
• 2. GCSEs or equivalents
• Grade C English Language
• Grade C Mathematics
• Grade C Science
• (for primary candidates ALL applicants must now
  have this)
• These MUST have been obtained before starting
  any teacher training course.
• Some providers ask for these to have been
  obtained pre-application for competitive
  Secondary subjects and for Primary courses.

14
School observation A professional prerequisite
to interview at St Marys

• Minimum 2 weeks for PGCE Primary (for us)
• at least some time in both KS1 and KS2, in at
  least one state school
• Minimum 2 days for PGCE Secondary (for us)
• in at least one state secondary school
  (preferably in England)
• not (just) your old school preferably 11-18
  preferably (some) mixed
• looking at some lessons in your subject area at
  KS3 and KS4
• a range of age and ability including low
  attainers
• ideally also seeing post-16 in your subject
  specialism(s)
• looking also at the pastoral, cross-curricular
  and extracurricular roles of teachers (do not
  just sit in the staffroom during registration or
  assembly)
• N.B. Quality of experience is more important than
  quantity looking and seeing
• If unsure between the two phases, make an
  informed choice after observing in both

15
Getting school observation 1. TIL

• Open Schools Programme
• For people who have not yet applied to ITT but
  are considering it one day
• Via Teaching Information Line 0845 6000 991 or
  www.tda.gov.uk
• Taster course programme
• 3 day course, one day in a school
• 3 categories of programmes secondary priority
  subjects men into primary minority ethnic
  recruitment. Via Teaching Information Line 0845
  6000 991 or www.tda.gov.uk/tasters
• School introduction programme SIP
• ITT Applicants in England who have applied to a
  secondary PGCE course in one of the seven
  priority subjects, and received a conditional
  offer of a place subject to gaining more school
  experience up to 10 days in a school referred
  by provider, school gets reimbursed
• NB 1. one day may not be sufficient for many
  providers prerequisites
• 2. ensure observe own subject teaching and also
  pastoral roles of teacher

16
Getting school observation 2. SAS

• The Student Associates Scheme (SAS) is for
  students interested in gaining classroom
  experience while pursuing their studies.
  www.tda.gov.uk/sas
• There is a tax-free bursary around 40 for every
  day spent in school or college during the scheme.
• The scheme is open to registered students subject
  to certain conditions.
• Students participating are given a training and
  induction programme then spend fifteen days in a
  school or college working alongside experienced
  teachers and assisting them in classroom
  teaching. The fifteen days can be planned to fit
  your studies.
• SAS is managed by a limited number of providers,
  by some LAs and other groups
• It is focused on secondary shortage subjects but
  limited opportunities exist for others and for
  Primary usually have to apply early but it is
  not for those who have already applied to ITT
• Try sas_at_ioe.ac.uk s.morrissey_at_uel.ac.uk
  c.pomphrey_at_londonmet.ac.uk r.hill_at_mdx.ac.uk
  a.hayton_at_gold.ac.uk g.a.owen-jackson_at_open.ac.uk
  k.webster_at_gre.ac.uk and elsewhere outside London

17
Getting school observation 3.

• Other provider-led schemes e.g. Pimlico
  connection www.imperial.ac.uk/pimlico - managed
  volunteering
• Direct application to schools
• Telephone appropriate schools and ask to speak
  to the Professional Tutor request observation
  not work experience or teaching practice
• Be ready with a CV and evidence of genuine
  interest in teaching
• Some schools now will not let you in without a
  CRB check.

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Essential (at least for us)

• Complete and accurate personal details
• Telephone/email contact details
• Interview availability (or lack of) noted
• Appropriate choice of sequence
• Accurate description of qualifications
• Good personal statement
• Supportive appropriate reference
• Home or EU student fee status

19
Useful (for every application)

• Early application - closure dates, competition
• Informed choice - GTTR process is sequential
• Transferable skills - prior experience,
  interests
• School/community skills - music, drama, sport,
  pastoral

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Other issues to consider 1.

• Ethos of training provider Support available
• Quality of training provider Ofsted reports,
  student satisfaction
• Location of partner schools Employment prospects
• Accommodation for post-graduates
• Transport convenience of access when at provider
• Facilities Library, ICT, catering, social,
  religious, access to tutors
• Personal domestic circumstances
• (e.g. finances, childcare, full-time v.
  part-time, etc. )

21
Other issues to consider 2.

• Financial Planning
• Training bursary (only for home and EU trainees)
• Top-Up Fees (and repayment schemes)
• Student Loans (and repayment schemes)
• Career Development Loans
• Shortage Subject incentives golden hello
• Council tax student rebates
• Oyster card student rebate
• Means tested and other support funds
• St Marys will only take home and EU students,
  not those who are seen as overseas fees, for
  teacher training courses

22
Other issues to consider 3.

• Openness to learning, unlearning, relearning
• Awareness of a teachers roles and
  responsibilities
• Awareness of range of ability
• Teaching is not telling, lecturing, coaching, or
  tutoring but managing learning
• Professionalism punctuality, attendance,
  personal organisation, stress management,
  commitment
• Personal health, and possible issues with CRB
  check

23
PGCE(M) v PGCE(H)

• From September 2007 two pathways will be
  available to graduates who wish to become trained
  teachers
• Postgraduate Certificate in Education - PGCE(M)
• Professional Certificate in Education - PGCE
  (H)
• The PGCE(M) requires work at M (Masters) level.
  Up to 60 M level credits can be earned,
  transferable towards a later Masters degree.
• The PGCE(H) requires work at H (Honours) level.
• Both pathways lead to Qualified Teacher Status
  (QTS), needing an induction year
• Providers vary in the way that people can apply
  for, or switch between, these two levels of
  course.
• Funding during the course and school
  opportunities for those completing either
  pathways successfully are not expected to be
  different.
• For some countries outside England, it will be
  necessary to have a PGCE(H) for teacher training
  recognition equivalent to their own systems.

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www.gttr.ac.ukThe Graduate Teacher Training
Registry

• You will need to enter a referees name and email
  address
• Complete the application on line in terms of
  personal details
• Ensure you give full address, telephone numbers
  and email address
• Check if you are eligible for home fees, if so by
  whom or if EU fees or if you are seen and
  funded as an international student
• Select your sequence of choice of course provider
  with care
• Best not to mix primary (2 choices) and
  secondary (4 choices), or different subjects
• Give precise details of qualifications and
  signal if needing an equivalence test for GCSEs
• Give precise details of your degree, and list
  appropriate content proportions and details
• (especially if the degree is not obviously
  relevant to your choice of training subject)
• Mention other skills and qualifications gained,
  or useful interests

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Writing your personal statement 1.

• Check Are you personally and academically
  suited to the teaching profession? in 21st
  century English state schools
• Why do I want to teach? (Children, in this phase,
  in this subject)
• What are the qualities of a good teacher? Which
  do I have? (How do I know?)
• Of what challenges am I aware, and for which I am
  prepared?

26
Writing your personal statement 2.

• In which National Curriculum subjects do I have
  strong knowledge?
• What am I doing to update my subject knowledge?
• To which other National Curriculum subjects can I
  make a contribution?
• What other relevant knowledge/skills/experience
  do I have?
• Am I familiar with the effects of the National
  Strategy?

27
Writing your personal statement 3.

• What is my experience of observation in state
  schools of the right age range in this country?
  Is it enough?
• What has this experience taught me in comparison
  with my own schooling? What did I learn from such
  visits?
• What do I know of the roles of teachers other
  than as subject specialist (pastoral and
  extra-curricular) roles? What can I contribute to
  be a member of a school community?

28
Writing your personal statement 4.

• What other relevant work experience with young
  people do I have, especially in the age phase in
  which I wish to teach?
• Youth work, Summer camps, Sports coaching,
  Religion school, Scouts, Language school
• Have I any transferable skills from other work
  experience?
• communication skills, organisational skills,
  team work, diligence, perseverance,
• What are my numeracy, literacy and ICT skills?
  QTS tests
• Do I need special entry/equivalence tests? What
  am I doing to prepare for these? Most providers
  will only recognise their own equivalence tests
• Have I had a (clear) Criminal Record Bureau
  check?
• How is my health? Do I have any disabilities?

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Before submitting the GTTR form 1.

• Have I made an informed choice about my sequence
  of providers on the form? Have I spoken to the
  admissions tutors and/or subject leaders? Have I
  visited on an open day? When will they interview
  me? Have I asked about the schools to which they
  are likely to send me? Have I checked their
  Ofsted report, their student satisfaction and
  employability rates?
• Have I checked the details, handwriting, grammar,
  spelling and punctuation on the form? Has someone
  else checked it for me?
• Have I asked an appropriate referee to act in
  that role?
• Have I fed them information/can they e-mail/ can
  I check when they have done so?

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Before submitting the GTTR form 2.

• 1. Have I checked to ensure I meet all of my
  first choice providers entry criteria? What do I
  need to ensure I do meet them?
• 2. Have I checked via GTTR, and the provider, if
  my first choice provider still has vacancies?
  Speak to the admissions tutor if you can
• 3. Have I checked with provider for likely
  interview dates?
• Have I indicated any impossible interview
  dates for me?
• Will they take these into account?

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Where can I find out more?

• Read with care the St Marys University College
• PGCE Secondary Brochure
• available on the St Marys University College
  website www.smuc.ac.uk
• AND/OR a copy from our stand today, or via
  cockrils_at_smuc.ac.uk
• See also www.tda.gov.uk
• St Marys University Colleges next PGCE Open
  Morning
• is on Wednesday 11 March, starts at 10, finishes
  by 1 includes an hour with a subject tutor or
  Primary Admissions Tutor (also a talk on fees and
  funding, and a campus tour).
• Please come no booking needed.
• See website for other dates in 2009
• e.g. PGCE Open Evening 10 March, 630 pm

32
Two useful contacts Talk to the satisfied
customer, not just the salesman

• Nana Kyere BSc Pharmaceutical Chemistry QMW 2000
• He was on our PGCE Mathematics course 2007/8
• He obtained a job by the end of fis fist term,
  and is now teaching in Newham.
• His is one of the faces on our current Brochure
  front cover, and will be on our stand and giving
  a talk, at Train to Teach in London - at Science
  Museum 27/28 March 2009. see www.tda.gov.uk
• Kyere121_at_hotmail.com 07939 644867
• Kam Yiu Cheng MSci Maths Imperial College 2007
• He is now on our PGCE Maths course 2007/8
• Kam.cheng03_at_imperial.ac.uk 07708 927463.

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DONT MISS

• Train to Teach in London event organised by TDA
  free
• Science Museum 27 28 March 2009
• (South Kensington tube or buses to Royal Albert
  Hall)
• Apply, pre-book for fast entry, via
  www.tda.gov.uk
• All London providers will be there, with NQTs
  and/or current trainees to whom you can talk
• Come and visit us on the St Marys University
  College stand!

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Any Further Questions?

• PGCE Secondary contact Bob Vertes
  bobv_at_smuc.ac.uk or 020 8240 4154
• PGCE Primary Contact Trish Lee
• leep_at_smuc.ac.uk
• www.smuc.ac.uk
• www.tda.gov.uk
• THANK YOU FOR COMING TODAY
• Let us know if and how we can be of further help